The mental development of a military child is effected by military life and the overall lifestyle of the family from their beliefs, morals, and spirituality. When counseling and mentoring children, challenges they endure need to be taken into consideration such as disability, deployment, and family culture. Deployments impacts children emotionally, academically, socially, and causes them to react with anger and violence. Counselors and community resources play a role in assisting military families through these significant events. Factors that affect the mental development of a military child includes but not limited to military divorces, long separations, due to extended training events or combat deployments, long work hours and parenting style. Having a child that shows signs of a serious intellectual, emotional, or physical disability can be very problematic for a military family. Children with disabilities that cause their behavior to affect their reaction to life can place a significant strain on the family dynamic. Everyone in the household will be affected by the disability and will have to receive counseling to better understand how to live a productive life. The problem not only affects the family’s life but it also affects the child’s ability to learn and be productive at school. Children requires a lot of attention and love on a daily basis, however, having a child that has a disability requires extra attention and love because they are trying to understand the world through a different set of lens. This could become a problem especially if there are multiple children in the household. In often cases, the amount of attention that the parents give to the child in need obstruct the family dynamic because of the pa... ... middle of paper ... ...national tragedy. Retrieved September 10, 2003, from http://ericcass.uncg.edu/vrituallib/stresstrauma/1007.html National Institute of Mental Health. Transforming the understanding and treatment of mental illnesses. Depression in Children and Adolescents (Fact Sheet). Retrieved March 6, 2014, from http://www.nimh.nih.gov/health/publications/index.shtml SAMHSA’s National Registry of Evidence-based Programs and Practices. (2014). Acceptance and Commitment Therapy (ACT). Retrieved March 5, 2014, from http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=191 Sogomonyan, F. & Cooper, J. L. (2010). National Center for Children in Poverty. Trauma Faced by Children of Military Families: What Every Policy Maker Should Know Sweeney, P., Rhodes, J., & Boling B. (2012) Spiritual Fitness: A Key Component of Total Force Fitness. Joint force Quarterly, 66, p. 35-43.
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
Many children are born into families that are a part of a branch of the military. Parents may wonder if the constant moving and deployment will bring negative effects on a child’s development. The rigorous lifestyle of the military can have negative effects on the children’s development growing up, but the opportunity of living as a military child is a culturally diverse, socially strong, and mature development of characteristics. The military life offers many benefits for raising a child. Have a family in the military lifestyle can greatly help the children’s development of positives characteristics.
These children often miss their deployed parent dearly. In The New York Times article Military Wife During Deployment Is Asked, ‘Is It Worth It?’ The wife and 5-year-old daughter of a navy helicopter pilot are at a wedding when the daughter started crying uncontrollably “‘Daddy,’ she said, sobbing. ‘I miss my daddy.’ … ‘I don’t want YOUR daddy,’ she cried to me. ‘Not Finley’s daddy, or Addie’s daddy, I want MY daddy.’” She saw a picture of him and broke into tears because he wasn’t there to share in the happy memories. Situations like these are
There are several aspects of military life that are unique, and often misunderstood by educators. There are five main demands the military makes of the families of servicemembers, such as frequently moving, being separated from loved ones, deployment, risks such as injury or death, and behavioral norms (Segal, 1986). Permanent changes of station (PCS) make it difficult for families to build community ties, build strong relationships with school personnel, and receive continuous services, especially if children have special needs. Deployment is merely one aspect of military life that is strenuous for the families of active service members. Another hardship that many face is psychological issues. Some
"NAMI - The National Alliance on Mental Illness." NAMI. N.p., n.d. Web. 07 Feb. 2014.
Let’s take military families for example when a family member joins a military to serve his/her country, their families stress over safety. Even during peaceful times military families face separation, military children’s change states/countries so often that they don’t have a personal life, they don’t stay in one place to have a lasting friendship, they change schools so often in some case they fall behind, And during wartime military children and families stress over their family member safety. (Nansook Park, 2011). “Pentagon estimates suggest that nearly 900,000 service members with children have been deployed to war since 2001, and approximately 234,000 children have one or both parents currently deployed to a combat zone” (Zoroya,
This article mainly examines ways in which parents can deal properly with the news of being told that their child has a disability. There are a few stories in the article which emphasize the way the parents felt when they found out about their child’s disability. In most cases, the parents felt shattered, overwhelmed and completely shocked. The article explained that parents have an expectation of having that “perfect” child and when one is told that the child is not so perfect, their dreams and their lives become devastating. The reading examines ways in which to build a support system as well as ways in which to keep a balance in your life. The author indicates the importance of keeping a positive attitude when in this situation.
... health problem caused in child soldiers is Post-traumatic Stress Disorder (PTSD). It is a health problem in which after a traumatic experience danger and painful memories does not fade away from a person brain. A number of studies have shown child soldiers developing PTSD. Okello, Onen and Musisiv found that 27% to 35% of Ugandan child soldiers suffered PTSD. Kohrt study show 52.3% of Nepali children met the symptoms of depression, and 39% met the symptoms of PTSD. Why does every study show the highest rate of child soldiers developing PTSD? Because more and more children are affected by this disease every day. They are forced to see the death of others, and violence all around them. This cruelty never leaves their life alone. If they go to school they cannot learn properly, if they go to bed they cannot sleep properly the memories of war are always in their head.
Hayes, S. C. & Strosahl, K. D. (2005) (Eds.), A practical guide to Acceptance and Commitment Therapy. New York: Springer-Verlag.
According to Dunst, Bruder, (2005), through participation in daily family and community activities children with disabilities will be provided with a wide range of learning opportunities. In addition, if learning activities take into consideration child’s interest and motivation and adults’ priorities and choices for the child, the early intervention services that are provided to families will be more sufficient (Raver & Childress,
As a military spouse I am well aware of the sacrifices that I have made and continue to make to support my husband in his chosen career. However, just recently as my children began to grow to an age of asking questions and learning to understand I began to question how this lifestyle may ultimately impact their emotional and physical wellbeing. With that in mind I decide to look at research that had a focus on how recent deployments to Iraq and Afghanistan had affected the children of those deployed men and women.
Raising a child with a disability may have some difficulties and challenges but it will have a lot of rewards; just as having a normal child. A parent want their child to live a normal fulfilling life as any other normal child. This life style will take extra patience, time and adaptive equipment and a special person to do it. When accepting that your child has a disability it is good to get all the literature on that type of disability. This will help you understand your child’s disability. A parent involvement is needed to find support groups, so they can get some insight on things someone from the support group has done to get certain things accomplished.
...ermore, the conflict provoked a high risk of be prolonged psychologically in a serious brain disturbance. It has ruined their any chances of getting rid of this trauma by compromising any of them academic future. The many children facing this “massive war traumas show evidence of Post- Traumatic Stress Disorder” (PTSD).